A scoping review of peer mentoring in medicine

Group peer mentoring to improve faculty connections and enhance mentoring networks

BACKGROUND

Difficulty finding mentors and forging connections in academic departments can be challenging and became even more so when the COVID-19 pandemic reduced opportunities for informal networking. Even as restrictions on in-person meetings eased, many faculty preferred meetings to remain virtual. Because some of the most powerful predictors of faculty vitality are positive professional relationships and feelings of inclusion and belonging to an institution, attending to faculty needs in this area is important to mitigate undesired lingering consequences.

APPROACH

We created structured peer mentoring groups for our department's physicians and psychologists that meet virtually. Groups span career stages, academic appointments and clinical interests. The purpose was to establish a deeper culture of mentoring, increase feelings of connection to a supportive community within the department, facilitate career planning and enhance the development of skills necessary in academic medicine such as teaching skills, scholarly productivity and personal wellness.

EVALUATION

A survey conducted after the first year of the programme was completed by 70% of eligible faculty (31/45). Ninety-six percent felt the programme had created an inclusive and appreciative culture, 86% met faculty members they had never met before and 79% sought mentoring advice from a colleague they would not usually have interacted with in that manner. All participants appreciated hearing their colleagues' perspectives on topics they do not typically discuss.

IMPLICATIONS

Departmentally based group peer mentoring that spans career stages and interests can facilitate faculty connections and enhance a supportive culture of mentorship.

The ID Digital Institute: Building a digital education toolset and community

Organic digital education (ODE) includes online medical education content that can take various forms, such as blogs, social media, videos, podcasts, or infographics. Multimedia ODE platforms have unique benefits and have quickly become an essential part of medical education. Modern medical educators with competency in digital teaching modalities can leverage these for teaching as well as career development and dissemination of scientific research. The ID Digital Institute is a digital education program with a curriculum designed to equip infectious diseases (ID) professionals with the skills to appraise, create, curate, and integrate ODE into their teaching and career. We share the structure, content, and lessons learned from the ID Digital Institute program. We also illustrate how digital education skills can present unique opportunities to align with current and future transplant and immunocompromised host infectious diseases education efforts.

Mentoring as a complex adaptive system - a systematic scoping review of prevailing mentoring theories in medical education

BACKGROUND

Effective mentorship is an important component of medical education with benefits to all stakeholders. In recent years, conceptualization of mentorship has gone beyond the traditional dyadic experienced mentor-novice mentee relationship to include group and peer mentoring. Existing theories of mentorship do not recognize mentoring's personalized, evolving, goal-driven, and context-specific nature. Evidencing the limitations of traditional cause-and-effect concepts, the purpose of this review was to systematically search the literature to determine if mentoring can be viewed as a complex adaptive system (CAS).

METHODS

A systematic scoping review using Krishna's Systematic Evidence-Based Approach was employed to study medical student and resident accounts of mentoring and CAS in general internal medicine and related subspecialties in articles published between 1 January 2000 and 31 December 2023 in PubMed, Embase, PsycINFO, ERIC, Google Scholar, and Scopus databases. The included articles underwent thematic and content analysis, with the themes identified and combined to create domains, which framed the discussion.

RESULTS

Of 5,704 abstracts reviewed, 134 full-text articles were evaluated, and 216 articles were included. The domains described how mentoring relationships and mentoring approaches embody characteristics of CAS and that mentorship often behaves as a community of practice (CoP). Mentoring's CAS-like features are displayed through CoPs, with distinct boundaries, a spiral mentoring trajectory, and longitudinal mentoring support and assessment processes.

CONCLUSION

Recognizing mentorship as a CAS demands the rethinking of the design, support, assessment, and oversight of mentorship and the role of mentors. Further study is required to better assess the mentoring process and to provide optimal training and support to mentors.

Mentoring: Shaping the professional identity of the academic internal medicine hospitalist

BACKGROUND

Burnout and lagging academic productivity are pressing challenges in hospital medicine, leading to stagnation and attrition. Mentoring shapes professional identity formation and enhances faculty vitality and retention, but has not been optimized among academic hospitalists.

OBJECTIVES

We sought to explore how mentoring impacts academic hospitalist professional identity and to elucidate barriers to mentoring in the field.

METHODS

We conducted focus groups at three academic medical centers. Informed by social-constructivist theory of identity development, we coded deidentified data and performed thematic analysis.

RESULTS

Thirty-one academic hospitalists participated with 1 to >20 years experience. Mentoring shaped professional identity formation in six core domains: choosing academic hospital medicine, identifying and focusing on an area of interest, progressing career, navigating work-life integration, staying in academic medicine, and becoming a mentor. Distinct models included dyadic mentoring, peer mentoring, organic mentoring, and mentoring teams, each with benefits and limitations. We identified nine key mentoring actions that influenced hospitalist professional identity formation and career development. Mentoring barriers included lack of time, awareness, and access to experienced mentors, as well as poor quality mentoring and mentor-mentee malalignment. Aspects of hospitalists' professional identity also posed barriers, including ambivalence around academic identity.

CONCLUSIONS

Mentoring fosters academic thriving and retention in academic hospitalists. Access to effective mentoring remains lacking due to few senior mentors in the relatively new field of hospital medicine and reticence in academic identity, among other factors. Mentoring training, impact on underrepresented minority hospitalists, and integration into institutional culture should be considered for enhancing the career development of academic hospitalists.

[Is there an unmet need to establish a young talent section "Young DGN" within the German Society of Nuclear Medicine (DGN)? - Results of a 2021/2022 web-based survey among German Nuclear Medicine professionals]

AIM

In various medical societies, dedicated young talent sections provide an important basis for promoting young members. However, the German Society of Nuclear Medicine (DGN) had not yet implemented such a section. Therefore, the aim of this work was to assess the opinion of nuclear medicine professionals in Germany on establishing a young talent section within the DGN ("Young DGN").

METHODS

An initiative group of young DGN members developed a survey questionnaire comprising 18 questions. The questionnaire was initially sent as a PDF to the members of the DGN University Committee (Hochschulausschuss) by e-mail on 10/12/2021. As an online survey, the questionnaire was then emailed at four additional time points between 12/23/2021 and 3/18/2022 via the DGN eBrief and on 2/23/2022 to the members of the mailing list of the Berufsverband Deutscher Nuklearmediziner (BDN).

RESULTS

The survey closed on 3/31/2022 with 111 responses (n=104 online surveys, n=7 PDFs). The median age of participants was 32.5 years (range, 20-80). 86% of participants indicated that they were interested in a Young DGN section, of which 67% were willing to participate. 79% indicated that nuclear medicine was an exciting field for them. 96% expressed interest in additional education offers and 60% in the establishment of a mentoring program. 75% believed that Young DGN would improve the visibility of the specialty.

CONCLUSION

The survey results indicate strong support for the establishment of a young talent section within the DGN among nuclear medicine professionals in Germany. A large proportion of those who participated in the survey would envision active involvement. There was a particular consensus on the desire to expand the range of education and training activities.